Bachelor of Architecture Definitive Document 2010-11

8/2/2019 Bachelor of Architecture Definitive Document 2010-11

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at

The University of Manchester

School of Environment and Development

and

The Manchester Metropolitan University

Faculty of Art and Design

Bachelor of ArchitectureDEFINITIVE DOCUMENT

2010/11

Validation Date 07/08


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CONTENTS

Part One

Programme Specification 3

Part Two

1 Admission Regulations 16

Standard Entry RequirementsAdmission with ExemptionAdmission with Specific CreditAccreditation of Prior (Experiential) Learning (AP(E)L)

2 Curriculum Design and Organisation 18

Curriculum Design OverviewLevel Descriptors

Unit Syllabus ProformaeRelationship to Subject Benchmark Statement(s)Relationship to Professional, Statutory or Regulatory Body Expectations

3 Assessment Regulations 67

MMU Regulatory FrameworkProgramme-specific regulations

4 Programme Management and Student Support 67

Programme CommitteeProgramme LeaderStudio Route Leaders

Student Support Strategy

APPENDIX 1 71Agreement with partner institutions

APPENDIX 2 77Student Progress Files (SPF) and Personal Development Planning (PDP)


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Programme Specification

Form PS/1

1 Programme title

Bachelor of Architecture

2 Mode[s] and duration

FT/PT

3 Awarding institution

The Manchester Metropolitan University and University of Manchester

4 Teaching institution[s]

The Manchester Metropolitan University and the University of Manchester

5 Final award[s]/title[s]


6 NQF position

Honours

7 Stage award[s]/title[s]

Single stage awardBachelor of Architecture on completion

8 Home Department

Manchester School of Architecture

9 Home Faculty

Faculty of Art and Design MMU/School of Environment and Development UoM

10 UCAS code[s]

Not applicable

11 Type of collaborative provision

Degree awarded jointly by MMU and UoM

12 Collaborative partner[s]Manchester Metropolitan University / University of Manchester

13 Date/outcome Last MMU review/approval

Minor modifications July 08

14 PS/1 effective date intake


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September 2006

15 QAA Benchmark Statement[s]

Architecture

16 Date/outcome of last Subject ReviewApril 2006

Satisfactory

17 Professional or Statutory Body/[Bodies]

Architects Registration Board/Royal Institute of British Architects

18 Date/outcome of last PSB approval[s]

ARB prescription awarded 20082012, RIBA validation (unconditional) 2008 -2012

Programme Aims and Learning Outcomes

19 Programme Aims

MMU General Educational Aims

To stimulate and develop in students their intellectual and imaginative powers, understandingand judgement, problem solving skills, their ability to communicate, to see relationships withinwhat they have learned and to perceive their field of study in a broader perspective, anenquiring, analytical and creative approach, encouraging independent judgement and criticalself-awareness; and the ability to locate, assimilate and present information in any appropriatemedium and from a range of sources

Specific Programme Aims

To offer a diversity of choice, specialisation and self direction to enable the student to advanceto a high level of knowledge, skills and understanding in the theoretical and practical principlesof architecture to a level beyond the first degree expressed both in scholarship and designpractice.

To provide an education that meets the Criteria set out by the ARB and the RIBA forPart 2 of the professional examination in architecture.

20 Programme Learning Outcomes

This course is designed to deliver all the professional criteria as set out by theArchitects Registration Board. These criteria are identified in the individual unitproformas and are the criteria against which all work is assessed in the form of theacademic portfolio.

To develop further abilities in design practices to enable students to create, develop and

communicate buildings, their artefacts and environments in appropriate response to known


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and predicted social, cultural, environmental and technical problems and possibilitiesaccording to their preferences and talents appropriate at graduate level

To continue to develop an understanding of the theoretical basis of architecture in its historicalcontext, its modern cultural context and its modern technological context and to sharpen thetheoretical basis of design.

To develop scholarship in the history and theory of architecture and the allied visual arts and todevelop abilities in research methods through the researching and writing of a significantdissertation.

To introduce the profession of architecture, the role of the architect, the roles of associatedprofessions, the industries, organisations, regulations and procedures involved in the processof building.

21 Stage Learning Outcomes

The BArch programme is not a staged award.

22 Learning/Teaching and Assessment Strategies

Learning/Teaching

Learning and Teaching strategies in this second phase of architectural education reflect therequirements of the subject to be treated broadly but at the same time to encompass theincreasing maturity of the student. Students are encouraged to continue their development asindependent and autonomous learners through the development of their research and learningskills and through self-evaluation and reflection.

Learning outcomes are defined for each credit unit and these outcomes are mapped with theprescription and validation criteria of professional and statutory regulating bodies (the ARB andRIBA).

Learning in design practice is further articulated by personal learning agreements for Studiounits that allow students to define areas of personal interest, developing specialisation andreflect their ambition and direction in the context of professional practice. This process issignificant in engaging the interests of students with the specialist knowledge of teaching staffwithin the school.

Formal learning events (lectures, workshops, seminars) are typically organised in short blocksexplicitly connected to each unit or element of assessment.

The integral coherence of learning is promoted through the potential for relationships betweenunits in studio, dissertation, technology and management and professional studies within aculture that can be predominantly understood as Project Based Learning centred on theinterests and ambitions of each student.

Assessment

The unit assessment criteria are identified in the individual unit proformas and aredirectly mapped against relevant ARB criteria. These are stated in the unit proformas aslearning outcomes. In order to achieve professional qualification at Part 2 level studentsmust attain all learning outcomes in the final academic portfolio.

Formative assessment is provided on completion of units of work to provide opportunities forfeedback and discussion on student progress. Methods will include self assessment/evaluation, peer assessment and tutor assessment.


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Summative assessment occurs at the end of each academic session for completed credit unitswithout pre or co-requisites. At this point Tutors formally mark all course work to indicatestudent achievement prior to final assessment at the end of the second academic year whenall programme units are completed.

All coursework is assessed on a pass/fail basis, using attainment indicators as a description of

the level achieved.

Work is assessed strictly according to the learning outcomes stated in the unit proformas, onproject and assignment briefs and on learning agreements and in accordance with thefollowing considerations as appropriate:

Content - the body of scholarship utilised; the extent to which available literature,precedents, individual contacts and field observations have been examined.

Argument - the way in which available material has been critically analysed andordered, and its relevance to the topic demonstrated, the balance of the judgementsmade in synthesis.

Presentation - Use and relevance of illustrative material, overall layout of the work andbibliography. The ability to communicate lucidly and cogently reflecting mature controlof language and grammar, verbal, spatial or mathematical as appropriate.

The overall level of achievement is assessed against attainment indictors.

Students may be required to expose their understanding of the decision making processthrough the display of background work

Summative assessment occurs at the end of each academic year for units fully completedwithin that year.

Progression is subject to the decision of an Internal Examinations Board.

Final assessment for the award occurs at the end of the second academic year in which allprogramme units are completed.All Academic Portfolios will be scrutinised with a Final ARBCompliance Assessment Sheet before being eligible for the award and assessed (these willaccompany subject area compliance sheets used for assessment purposes with individualunits).

Graduation is subject to the decision of an Examinations Board including External Examinerswho will interview students and inspect work from all credit units within the programme.

The purpose of assessment is to enable students to demonstrate that they have fulfilled theobjectives of the programme of study and achieved the standard required for the award theyseek. Assessment is a matter of judgement, not simply of computation. Marks grades and

percentages are not absolute values but symbols used by examiners to communicate theirjudgement of different aspects of a student's work, in order to provide information on which thefinal decision on a student's fulfilment of programme objectives and ARB Criteria may bebased. Thus in determining the final recommendation to be made in respect of a student, theBoard of Examiners shall take into account such evidence as in its judgement are relevant.

The attainment indictors used for grading assessments are as follows:


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Assessment level descriptors

%Letter

Qualitative description

>85

A

Outstanding work/presentation in every regard, showing exceptional commandof the material required.ARB Criteria are attained.

76-85 An excellent piece of work/presentation, with a very high level of analysis, fullreferencing, extensive evidence of a wide knowledge of the subject, andinnovative and original conclusions/design proposal.ARB Criteria are attained.

70-75 An excellent piece of work/presentation with high level of analysis, excellentreferencing, evidence of wide knowledge of the subject, and sound and originalconclusions/design proposal.ARB Criteria are attained.An A grade would consist of a cogent and informative presentation that makes

a largely original contribution to the discipline in a way that is supported byevidence and communicates to a peer audience. The work would be presentedwith a complete command of the chosen method, make extensive use ofresearch and precedent and contain a sophisticated and critical knowledge of

its context, both physical and social. The work would be ambitious andconscious of its value to the subject area. Work scoring at this level wouldindicate the candidates potential for further study at MA level, and would besubject to recognition through the vehicle of Distinction in studio, and/orcommendation in dissertation.

60-69

B

A good piece of work/design which responds effectively to the project set,showing a firm knowledge of the subject and displaying a well-roundedunderstanding of the issues involved. The detailed mark depends on how wellthe criteria have been met.ARB Criteria are attained.

This is a sophisticated and partly original presentation, with a critical awarenessof the relevant context, both physical and social. Well presented with anunderstanding and use of presentational possibilities and extensive use of

research and precedent, with evidence of the value of this to the subject area.Theoretical material is well represented and communicated, and of relevance tothe analysis and content of the project. Work scoring at this level would indicatethe candidates potential to be considered for further study at MA level.

50-59

C

A piece of work that tends to be more descriptive than analytical/ prosaic ratherthan inventive design. While information is provided, it is not always relevant tothe question.A basic understanding of the subject is shown.ARB Criteria are attained. Thedetailed mark depends on how well the criteria have been met. This workdisplays a sound understanding of critical analysis, and makes reference to therelevant issues in a well considered form. Work is well presented in a clear andconsistent manner. Assiduous but not especially deep or broad research isevidenced, displaying knowledge of its contexts. Theoretical material is relevant

and has been assimilated into the presentations. The presentation contributesto the understanding of the subject, with argument supported by evidence.

40-49

D

Some information relevant to the task set is given, but the approach/design ismuddled and incomplete. The information given/presentation is sufficient tosuggest that the candidate has a very basic understanding of the topic area,meriting a pass at BArch. The lower end of this band is considered a minimumpass. At this level there is adequate analysis and degree of reflection displayingcompetence but of limited originality.ARB Criteria are attained. Thepresentation evidences a partial review of the relevant issues of context, andprecedent sources. The presentation is considered but not fully resolved. Theremay be lapses in consistency and presentation of argument and application.Some evidence of research and reading is displayed, if not integrated into theproposition.


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30-39

E

This is fail level work. While some elements of the task set are answered, thebasic knowledge level is insufficient, and the work/presentation fails to satisfythe requirements at BArch level.ARB Criteria are not attained.There is little critical analysis and reflection and displays some competence butlacking in originality or consistency. There is an absence of consideration ofcontextual issues. Presentation lacks evidence of a review of the relevant

sources. The presentation is poorly resolved and fails to communicate theissues which have been addressed. Theoretical material is lacking or of norelevance to the presentation. The depth and breath of the content of the workis insufficient.

20-29

F

This is fail level work. Fundamental aspects of the task set are not addressed,or major areas of the subject are absent. No indication is given of a real graspof the issues involved in the work set. There is a serious shortfall in qualityand/or an absence of factual information/design understanding.ARB Criteriaare not attained.There is no submission or an incomplete submission. There is no criticalanalysis or connection with the programme. The work lacks a coherent contentwith no reflection upon issues of context or precedent. Presentation is

inaccurate, poorly organised and incomplete in its level of information. There isan absence of any theoretical position or content. Work which scores at thislevel, without agreed mitigating circumstances would be unlikely to be suitablefor further development.

10-19 This is fail level work that fails by a significant margin to reach the standardnecessary for the award of Certificate, Diploma or Masters degrees.ARBCriteria are not attained.It demonstrates little discernible understanding of the

work set, providing little relevant information. It is completely unstructured andoften irrelevant.

5-9 This is fail level work which comprises the equivalent of no more than a fewsentences, and which makes no real effort to answer a set question orrequirement.ARB Criteria are not attained.


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23 Programme structures, levels, credits, awards and curriculum map

The BArch is a structured sequence of credit units in a single stage leading to a non-Honoursaward. It follows an award that has led to an equivalent to an ARB/RIBA recognised Part 1professional qualification. The award cannot be made unless ARB Part 1 has first beenreceived.

Credit units within the programme are primarily structured sequentially and integrally but canbe undertaken at different speeds to suit the circumstances of each student. This can facilitatea more positive engagement with practical training experience and associated careerdevelopment in addition to broadening the possibilities of participation in the programme.

The programme consists of 240 credits for nominally 2400 hours of student effort overallmaking a 20-credit unit equivalent to nominally 200 hours of student effort and a 40-credit unit400 hours. Students might expect to receive approximately 1 hours contact for each credit.

All 240 credits of the programme are at the same level and equally weighted in assessment.External examiners will examine all credit units combined in their weightings in finalassessment for the award.

Credit Unit Structure

Studio 1 20 creditsStudio 2 40 creditsStudio 3 40 creditsStudio 4 40 creditsTechnology 40 credits

Dissertation 40 creditsProfessional Studies 20 credits


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PROGRAMME MAP

The programme map shown below as an illustration.

YEAR 1 (5th year) YEAR 2 (6th year)

Introduction

Generally the course is a single-stage, predominantly project based-learning programme whichis initially informed, in year 1, by an emphasis on cultural contexts, conceptual frameworks andacademic research, which then progresses to more self-directed studio work in year 2. Thecourse is intended to promote coherence and excellence in design. By positioning the time foradvanced exploration of technological issues alongside the 2

ndyear thesis project it is intended

to be seen as a potential expression of excellence in studio work rather than the site ofcompliance and competence as it will be informed by the cultural context exploration in year 1.

Theory lecturers, seminars and assignments are intended to boost the students academiccredentials and stimulate an informed academic discussion which is initiated oncommencement of the course to be of maximum value to project work.

Lectures:

Research methodsHistory and theoryCritical IdeasVisiting lecturers

Lectures:

Professionalpractice lecturesVisiting lecturers

Lectures:

Staff lecturesVisiting lecturersProfessionalPractice lecturesCritical IdeasHistory and theory

Lectures:

T&E Consultations(Tech andenvironment)Visiting lecturers

40 credits

Studio 4

40 credits

Studio 3

40 credits

Studio 2

20 credits

Studio 1

20 creditsDissertation 1and 2

20 creditsPositionalTechnologyParts A & B

20 creditsManagement(Lectures beginsemester 2 Year 1)

20 creditsStudioTechnology PartsC & D

20 creditsDissertation 3and 4

Designreport 6

Designreport 5

Semester 1 Semester 2 Semester 1 Semester 2


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The course is structured in second year to place emphasis on studio, with less course workand compulsory lectures allowing the time to further investigate the conceptual andpropositional grounding of the first year. The Management course is undertaken in the 6

thyr

(with lectures beginning in the 5th

yr) as it is seen as a course which will be applicableimmediately after graduation, and is a discrete taught component.

The structure allows easy transfer from MA, whilst maintaining coherence between theoreticaland technical emphases for BArch students. Students transferring from the MA with ApprovedPrior Learning are accommodated by undertaking both their technology components in oneyear.

Illustrative diagram of course:


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Colleges

Teaching groups will be organised around colleges with the number of staff in each collegecapped at 2 creating mixed teaching groups with 11-13 5

thyears and 11-13 6

thyears.

Every student has the opportunity to change colleges between years. Students with anaverage mark of above 60 who desire to continue in the same unit have the right to continue inthe same college (assuming that the provision is available). College provision will be madethrough a preference and selection system, which will aim to provide first choices whereverpossible but cannot be guaranteed, since student numbers per college will be restricted. Finaldecisions are at the discretion of the Programme leader and teaching team.

The system is designed to provide opportunities for a mix of experiences and students and toenable student portfolios to contain a range of projects. For example it is designed to enable avertical mix of 5

thand 6

thyear students in each college who could be working on the same

college programme consisting of some introductory projects and a major project, whilstcreating some continuity by allowing a few students to continue for a further year if they meetthe criteria and their thesis is judged strong enough to benefit from an extended investigation

Design Studio

Designing within the Studio is the hub of the programme, where students learn through themedium of a variety of projects within studio units. Studios can be undertaken with specialiststaff organised under a College system.

There will be provision for between 6 and 9 colleges, depending on final student numbersoperating a diverse range of programmes. The precise number and subject area of thecolleges will be subject to change as they will be based on the teaching interests and expertiseof the available staff and a degree of variation will be welcomed.

A student will, on the basis of their declared interest choose or be assigned teaching staffassociated with a college. Each College runs a variety of projects based on its own specialinterests and those of its students. Studio Units will be delivered to coordinate withmanagement and technology.

Staff in colleges develop the programme of study for students in their Studio Units on the basisof their research, practice interests and expertise thus providing the opportunity to explore andunderstand an aspect of architecture in depth, acquiring design skills within this specialist area.The details for each Design Studio are developed from a dialogue between the staff andelecting students concerning the nature and intention of the projects to be undertaken. It maybe the case that staff split into a number of smaller subgroups for different periods which bringsfurther choice and variety to the Design Studio. During the two years, as the work of theindividual student unfolds, so the programme can be developed with the aim of creating the

greatest motivation and deriving most from the talent of the student.

Each Design Studio supports and builds on the project work with lectures and seminars fromstaff and students, visiting lecturers and critics, exhibitions and visits. A high level of analyticaland creative thinking and expression is demanded as a test of quality and there is a demandfor a professional attitude with an emphasis on motivation. The development of high skills incommunication and visualisation is regarded as essential in all areas of work.

The individual student can define and develop along with staff the more specific content andorganisation of their design project. Given that this is done through the architectural project asthe main educational vehicle then the appropriate development of holistic understanding andabilities in architectural design is ensured.

By virtue of its basis in staff research, practice interests and expertise each Design Studio isrelated to an area of research in the School. Increasingly therefore study in a Design Studio


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will provide credit to Higher Degrees for those wishing to continue their studies. It is an aim ofeach Design Studio to develop its work into publications and exhibitions wherever possible.

As part of the Design Studio courses there is a compulsory study tour to a place of interest andrelevance to the subject of the Design Studio. Students are required to write up their notes fromthis tour and submit a sketchbook and a critical analysis.

History and Theory / Dissertation

The History and Theory course focuses on architecture in the context of the debate concerninghistoricism, modernism, andpost-modernism and sets out to penetrate at a deeper level thesecontemporary debates and place them in their historical perspective. There are researchmethods, seminar courses and the requirement for a substantive dissertation. It plays anessential role in the development of students' intellectual capabilities and forms the primaryvehicle through which the skills of scholarship and research are cultivated and tested. Thedissertation of about 10,000 words provides the opportunity to explore through study andwriting an aspect of architecture in depth, related to the special interests of the student thatmight also be reflected in their design work in studio units. Dissertation tutors are assigned onthe basis of common interest or expertise with the content proposed by students.

Technology

The Technology course seeks to deepen the understanding of Materials, Construction,Structures and Environmental Design. This is achieved by analysis and development oftechnological areas of architecture related to the core studio project, supported by aprogramme of invited lecturers discussing contemporary strategies and practice oftechnological realization.

Management Practice Law

The Professional Studies course draws on the awareness and experience of professionalmatters previously gained from undergraduate years and office practice experience. It consistsof a comprehensive programme of lectures and workshops which aim to develop a high levelof knowledge and understanding of the building industry, professional responsibilities,procurement, process and office practices, building legislation and building economics. Thecourse is taught by professionals from practice augmented by school staff. It is assessedusing audit reports and the lecture programme.

24 Additional information

Study Abroad

Students also have the choice, subject to agreement with the programme leader and theindividual students design studio tutor, of spending time in one of the European Schools ofArchitecture with which Manchester has an exchange agreement, about 10 at present, some ofthem under the European SOCRATES scheme. This provides the opportunity to study thegrowing international nature of practice as well as the essential cultural differences andcontexts for architecture. The work and character of the BArch is enriched by both theexperience which these students bring back to the School and the visiting exchange ofstudents from the other schools participating in the schemes. Students from the BArch canarrange an exchange for the second semester of year 5.


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ARB/RIBA Recognition

The award of the degree of Bachelor of Architecture is recognised as equivalent to the Part 2examination of the Royal Institute of British Architects and meets the standards required forPart 2 of the Architects Registration Board and meets the criteria for the European CommunityDirective, Articles 3 and 4.

Flexible Delivery

Students in the Manchester School of Architecture currently take four years (minimum)following graduation from BA (Hons) Architecture to gain Part 3 qualification. In line with mostSchools, this comprises a year of Practical training, two years full time education for the BArchaward (prescribed at Part 2) and a further 12 months of Practical Training prior to finalexamination at Part 3 (usually undertaken via RIBA NW for msa graduates).

With the introduction of top up fees, students will find it increasingly necessary to combine paidwork and education. In response to these changes, MSA has designed a flexible delivery ofexisting teaching units in the Part 2 with the intention of facilitating a closer integration ofProfessional training Post Part 1 between academic institution and practice.

In the flexible delivery mode individual learning agreements are set up for students with the aimof tailoring delivery of the programme to a students needs. Under such a system a studentmay choose to be based in practice for longer periods between teaching modules, anarrangement that is mutually beneficial to both the practice and academic environment.

This proposal is intended to broaden and inform the existing route to Part 2, rather than replaceit with an alternative.

Prizes and Awards

Various prizes and awards are available to students on the BARCH degree.

Regulations

The regulations for the course are those for the current year laid out in the ManchesterMetropolitan University Regulations for Undergraduate Programmes of Study.

Collaborative Partners

The Manchester School of Architecture is a collaboration between the ManchesterMetropolitan University and the University of Manchester, drawing upon the teaching andresearch expertise within both institutions.

Both Universities contribute to the resources and management of the School and the coursesoffered lead to the award of a joint degree of the University of Manchester and the ManchesterMetropolitan University.

The School of Architecture maintains strong links with the local architectural profession and thebranch and regional levels of the RIBA through representation on the Manchester Society ofArchitects.


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25 Points of reference

Internal

Operating Statement of the School of Architecture

Annual Quality Action PlansMMU Common Regulatory Framework for Academic Awards

MMU Framework for Quality Handbook

Faculty Validation/Review Steering Group Reports

MMU Learning and Teaching Strategy

BARCH Student Handbook

External

ARB Criteria for Prescription

RIBA Criteria for Validation

ARB Procedures for Prescription

RIBA Procedures for Validation

QAA Subject Benchmark statement

QAA National Qualifications Framework

QAA Code of PracticeQAA Subject Review Report


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Part Two

1 Admission Regulations

1.1 Standard Entry Requirements

1.1.1 Entry to Year 1

1.2 Accreditation of Prior (Experiential) Learning (AP(E)L)

2 Curriculum Design and Organisation

2.1 Curriculum Design Overview

2.2 Level Descriptor

2.3 Unit Syllabus Pro-formae

2.4 Relationship to Subject Benchmark Statement(s)

2.5 Relationship to Professional/Statutory Body Expectations

3 Assessment Regulations

3.1 MMU Regulations for Undergraduate/Postgraduate Programmes of Study(as applicable)

3.2 Programme-specific regulations

3.2.1 Student attendance and absence

4 Programme Management and Student Support

4.1 Programme Committee

4.1.1 Membership

4.1.2 Responsibilities

4.2 Programme Leader

4.3 Other Staff Responsibilities

4.4 Student Support Strategy

Appendix 1

Agreement(s) with Partner Institution(s) Memorandum of understanding between MMU andUM

Appendix 2

PDP Faculty of Art and Design Framework


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1 Admission Regulations

The admission of a student to the Programme is based on the reasonable expectation that thestudent will be able to fulfil the objectives of the Programme and achieve the standard required

for the award.

The admissions regulations set out below shall be subject to such policies on entryrequirements as the Academic Board may from time to time determine (for exampleCurriculum 2000 Admissions Policy and the Scheme for the Admission of Students withAdvanced Standing following the accreditation of Prior Learning).

All applicants shall be considered having regard for the Universitys equal opportunities policyand such anti-discrimination legislation as may be in force.

Candidates must have a sufficient command of the language(s) in which the Programme istaught to be able to meet the requirements of the Programme in every respect.

1.1 Standard Entry Requirements

1.1.1 Entry to Year 1

a) Applicants for admission to the Degree of Bachelor of Architecture will normally have:

a first degree (equivalent to a UK Honours Bachelors degree class 2.2 or above) or equivalentqualification from a recognised institution. Typically, although not exclusively, this will be in thefield of architecture and will be a degree recognised by the RIBA/ARB as providing exemptionfrom Part I of the RIBA professional examination.

b) All applicants must meet the minimum English language requirements of their chosenprogramme, as described by the Universitys Postgraduate Admissions Policy.

1.1.2 Accreditation of Prior (Experiential) Learning (AP(E)L)

A student may be permitted to receive an award of credits on the basis of demonstratedlearning that has occurred at some point in the past. The award of credits can be based uponlearning for which certification has been awarded by an educational institution or anothereducation/training provider (APL) or un-certificated learning gained from experience (AP(E)L).However in the case of the BArch evidence of previous study will only be accepted by proxyafter part 1 exemption has been achieved directly from the ARB.

All AP(E)L applications will be approved in line with the Universitys overall policy on the awardof AP(E)L.


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2 Curriculum Design and Organisation

2.1 Curriculum Design Overview


The Bachelor of Architecture is a problem-based learning environment and is predominantlytaught in studio groups, which provide close contact with mentoring staff who assist in thestructuring of an individual programme of learning for each student within the overall coursestructure.

Course StructureStudio teaching takes place in 4 studio credit units, which typically begin with introductoryprojects and scenarios which are derived from the design studio units theoretical position andproceed onto more student directed investigations typically resulting in a thesis project at theend of each year. The exercises in this studio section are also intended to create focus for

intellectual engagement in theoretical discourse related to the studio proposition.

Studio units are intended to allow the student to develop their propositional investigations into asignificant project for exploration. At this point the parallel units of technology and history andtheory/dissertation are designed to interlock with the studio work, with dissertation subjectinforming the theoretical rigour and technological investigations promoting clear strategies foractual resolution.

Each of the 4 studio credit units engages in problem based learning which can be seen ashaving 4 iterative teaching and learning stages which are collaborations with the teaching staff:

Methodologies/Proposition: A range of exploratory and skills based study units provide aknowledge base for the extension of their study, reinforced by an engagement with critical

discussion of theoretical and practical issues and approaches. This provides a base from whichindividual areas of study are identified

Conception/Development: The identification and outlining and agreement of a field ofexploration, developed in response to the personal interests of the student and ideas exploredin the Methodologies courses. The alignment with critical issues is fundamental to thedevelopment of an individually centred study set within a collective discourse.

Synthesis/Realisation: Within the agreed area of study, using the skills and theoreticalunderstanding developed through the course, Synthesis/Realisation provides the space for thecoherent framing and resolution of a design based discourse, through the medium of apropositional project with supporting mixed media reports, presentations, models, andperformances.

Study takes place primarily in a studio based environment with support modes for technology,professional practise management and history and theory:

Lecture/Seminar:Professional Management.History and theory lectures and Dissertation seminar groupsTechnology and environment Lectures and seminar groups

Studio:Studio 1, 2, 3, 4 Where design ideas and techniques are developed and synthesisedwithin a dynamic critical environment, either individually or as part of a group.

Workshop:individually prepared, subject area specific workshops within design studio unitsWhere ideas and techniques are explored through problem based learning and engagementwith clearly structured issues.


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2.2 Level Descriptor

Much of the study undertaken at Bachelor of Architecture will have been at, or informed by, theforefront of an academic or professional discipline. Students will have shown originality in theapplication of knowledge, and they will understand how the boundaries of knowledge are

advanced through research. They will be able to deal with complex issues both systematicallyand creatively, and they will show originality in tackling and solving problems.

They will have the qualities needed for employment in circumstances requiring soundjudgment, personal responsibility and initiative in complex and unpredictable professionalenvironments.

Generic Descriptors

The following is the QAA approved generic level descriptor for a course at the level ofBarch. Students on Barch will already have an undergraduate degree in architecture ora related discipline with project based work providing exemption from the professionalarchitectural bodies part 1 exemption.

Descriptor for a qualification at Honours (H) level: Bachelors degree with HonoursHonours degrees are awarded to students who have demonstrated:

a systematic understanding of key aspects of their field of study, including acquisition ofcoherent and detailed knowledge, at least some of which is at or informed by, the forefrontof defined aspects of a discipline;

an ability to deploy accurately established techniques of analysis and enquiry within adiscipline;

Conceptual understanding that enables the student:

to devise and sustain arguments, and/or to solve problems, using ideas andtechniques, some of which are at the forefront of a discipline; and

to describe and comment upon particular aspects of current research, orequivalent advanced scholarship, in the discipline;

an appreciation of the uncertainty, ambiguity and limits of knowledge;

the ability to manage their own learning, and to make use of scholarly reviews and primarysources (eg refereed research articles and/or original materials appropriate to thediscipline).

Typically, holders of the qualification will be able to:

a apply the methods and techniques that they have learned to review, consolidate, extend

and apply their knowledge and understanding, and to initiate and carry out projects;b critically evaluate arguments, assumptions, abstract concepts and data (that may beincomplete), to make judgements, and to frame appropriate questions to achieve asolution - or identify a range of solutions - to a problem;

c communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;

and will have the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility;

decision-making in complex and unpredictable contexts; and

the learning ability needed to undertake appropriate further training of a professional orequivalent nature.

2.3 Unit Syllabus Proformas


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Unit ProformaForm UP/1 21 September 2010

1 Unit Title

Studio 1

2 Unit Code Number

16182008

3 Home Course/Subject

BArch Architecture

4 Home Department


5 QAA Unit of Review i.e. Subject Area

Architecture

6 Unit Leader

Programme Leader / College Coordinators

7 Credit Value Credits AtLevel:

1 2 3 4 5

20 X

8 Amount Of Student Effort [Hours] Class Contact Time [Hours]

170 20

9 Unit Status Mandatory Core Core Option Elective

x

10 Pre-requisites

none

11 Co-requisites


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Technology A, Dissertation

12 Unit Learning Outcomes

DESIGN

Students will produce and demonstrate coherent and well resolved architectural designs that integrate

knowledge of:

The social, political, economic and professional context that guides building construction

An understanding of:

Briefs and how to critically appraise them to ensure that the design response is appropriate to

site and context, and for reasons such as sustainability and budget.

An appropriate philosophical approach which reveals an understanding of theory in a cultural

context .

And ability to:

Generate and systematically test, analyse and appraise design options, and drawconclusions which display methodological and theoretical rigour.

Work as part of a team.

COMMUNICATION

Students will demonstrate an ability to:

Use architectural representations having critically appraised the most appropriate techniquesavailable

Produce documentation and reports which are clear, analytical and logical covering a rangeof architectural issues of culture, theory and design

CULTURAL CONTEXT

Students will demonstrate understanding of:

The influences on the contemporary built environment of individual buildings, the design ofcities, past and present societies and wider global issues.

The histories and theories of architecture and urban design, the history of ideas, and therelated disciplines of art, cultural studies and landscape studies and its application in criticaldebate.

Note: Other Learning Outcomes evidenced in this unit (see mapping matrix)are assessed elsewhere.


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13 Curriculum Outline

Students choose from a range of Design Colleges which offer different expertise and areas of

particular interest and approach to architectural design.

Under the aegis of each College studio design projects explore the full range of issues which impact

on the design process.

14 Teaching/Learning Strategies

Teaching is undertaken through individual and group tutorials supplemented by staff presentations

illuminating the college themes.

Students undertake problem based design work on an individual and group basis.

Design projects are defined through personal learning agreements.

20 hours individual and group tutorials.

170 hours self-directed study.

15 Assessment Strategies

100% coursework

Critical reviews of design projects represented in a portfolio which may include, completed drawings,models, reports, sketchbooks and notebooks based upon individually or college defined brief.

Assessment is undertaken initially by design tutors in a design panel format (crit/review), with

subsequent moderation panels involving tutors from all colleges. All students may be subject to

interview by external examiner


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16 Assessment criteria for unit/Elements of assessment

All work will be assessed strictly against the stated learning outcomes. BArch is a single

stage course in which all units must be completed to pass.

Studio Units 1, 2, 3 and 4 are finally and summatively assessed at the end of the Part 2 Programme

strictly against the entirety of the ARB Criteria (with reference to the production of CoherentArchitectural Designs).

The entirety of all learning outcomes will be assessed for all students at the final assessment point.

17 Indicative Reading

Separate reading lists will be defined by students and advised by staff / college.

18 Additional notes and comments

19 Date of approval: July 2007

20 Date of most recent consideration: May 2006


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1 Unit Title

Studio 2

2 Unit Code Number

16182009


BArch Architecture

4 Home Department



Architecture

6 Unit Leader

Programme Leader / College Coordinators


1 2 3 4 5

40 x


370 30


x

10 Pre-requisites

Studio 1

11 Co-requisites

Technology A, B


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DESIGN

Students will produce and demonstrate coherent and well resolved architectural designs thatintegrate knowledge of:

The social, political, economic and professional context that guides building construction

An understanding of:

Briefs and how to critically appraise them to ensure that the design response is appropriate tosite and context, and for reasons such as sustainability and budget

An appropriate philosophical approach which reveals an understanding of theory in a culturalcontext

Generate and systematically test, analyse and appraise design options, and drawconclusions which display methodological and theoretical rigour

COMMUNICATION

Students will demonstrate ability to:

Use visual, verbal and written communication methods and appropriate media (includingsketching, modelling, digital and electronic techniques) to represent the testing, analysis andcritical appraisal of complex design proposals and their resolution to a range of professionaland lay audiences



CULTURAL CONTEXT


The inter-relationship between people, buildings and the environment and an understandingof the need to relate buildings and the spaces between them to human needs and scale

And ability to:

Independently define, and critically appraise, their ideas in relation to a design and to thework of others


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MANAGEMENT PRACTICE LAW

Identify and manage individual learning needs so as to prepare for and maintain professionalstandards commensurate with qualification

Note: Other Learning Outcomes evidenced in this unit (see mapping matrix) areassessed elsewhere.


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Student proposals are developed in dialogue with College staff with suitable design expertise.

Under the aegis of each College studio design projects explore the full range of issues which impact



Students continue work on their design projects.


illuminating the college themes. Students undertake problem based design and work on an individual

or group basis.

Design projects are defined through personal learning agreements. 5 hours lectures based uponcollege themes


370 hours self-directed study


100% coursework

Critical reviews of design projects represented in a portfolio which may include, completed drawings,models, reports, sketchbooks and notebooks based upon individually or college defined brief.


subsequent moderation panels involving tutors from all colleges. All students may be subject to

interview by external examiner.




Studio Units 1, 2, 3 and 4 are finally and summatively assessed at the end of the Part 2 Programme

strictly against the entirety of the ARB Criteria (with reference to the production of Coherent

Architectural Designs).


This design project can also form the basis for undertaking technology and professional studies

components of the course. These are assessed separately.


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Separate reading lists will be defined by students and advised by staff /college.


19 Date of approval: May 2006



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1 Unit Title

Studio 3

2 Unit Code Number

16183008


BArch Architecture

4 Home Department



Architecture

6 Unit Leader

Programme Leader / College coordinators


1 2 3 4 5

40 x


370 30


x

10 Pre-requisites

Studio 1,2; Technology A and B; Dissertation

11 Co-requisites


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Professional Studies, Technology C


DESIGN

Students will produce and demonstrate coherent and well resolved architectural designs that integratean understanding of:

The regulatory requirements, including the needs of the disabled, health and safety

legislation and building regulations and development control, that guide building construction

An appropriate philosophical approach which reveals an understanding of theory in a cultural

context

And ability to:

Generate and systematically test, analyse and appraise design options, and draw

conclusions which display methodological and theoretical rigourWork as part of a team

COMMUNICATION


The contribution of other professionals in the design process showing an appropriate use ofteam working skills, recognising the importance of current methods in the constructionindustry

Students will demonstrate ability to:

Use visual, verbal and written communication methods and appropriate media (includingsketching, modelling, digital and electronic techniques) to represent the testing, analysis andcritical appraisal of complex design proposals and their resolution to a range of professionaland lay audiences



MANAGEMENT PRACTICE & LAW

Students will demonstrate knowledge of:

The fundamental legal, professional and statutory requirements as they are relevant tobuilding design and practice, with particular reference to matters relating to health and safetyand universal design for access


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CULTURAL CONTEXT


The influences on the contemporary built environment of individual buildings, the design ofcities, past and present societies and wider global issues

The histories and theories of architecture and urban design, the history of ideas, and therelated disciplines of art, cultural studies and landscape studies and its application in criticaldebate

TECHNOLOGY & ENVIRONMENT

Students will demonstrate, within coherent architectural designs and academic portfolio, theability to integrate knowledge of:

The principles and theories associated with visual, thermal and acoustic environments

Climatic design and the relationship between climate, built form construction, life style,

energy consumption and human well-being

Understanding of:

Building technologies, environmental design and construction methods in relation to:o human well-being

o the welfare of future generationso the natural worldo the consideration of a sustainable environment

o

the impact The impact on design of legislation, codes of practices and health andsafety both during the construction and occupation of a project

And ability to:

Devise structural and constructional strategies for a complex building or group of buildings,employing integrative knowledge of:

o structural theorieso construction techniques and processeso the physical properties and characteristics of building materials and components and

the environmental impact of specification choiceso the provision of building services

Note: Management Practice Law Learning Outcomes assessed here are

additionally assessed Professional Studies Unit.

Technology and Environment Learning Outcomes are additionally assessedin Technology C Design Studio Co-requisite.


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Student design proposals are developed by individual College staff with appropriate design/other

expertise together with external specialist tuition.

Under the aegis of each college studio design projects explore the full range of issues which impact



Students continue to work with staff associated with one of the Colleges for their design projects.


illuminating the college themes.

Students undertake problem based design work on an individual or group basis.



15 Assessment Strategies100% coursework

Critical reviews of design projects represented in a portfolio which may include, completed drawings,

models, reports, sketchbooks and notebooks based upon individually or college defined brief.


subsequent moderation panels involving tutors from all colleges. All students may be subject tointerview by external examiner.




Studio Units 1,2,3 and 4 are finally and summatively assessed at the end of the Part 2 Programme

strictly against the entirety of the ARB Criteria (with reference to the production of Coherent

Architectural Designs).


This design project also forms the basis for undertaking the technology and professional studies

components of the course. These are assessed separately but in the context of this project.


Separate reading lists will be defined by students and advised by issued by staff/college.



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The Manchester Metropolitan UniversityFaculty of Art and Design

Unit Proforma

Form UP/1 21 September 2010

1 Unit Title

Studio 4

2 Unit Code Number

16183009


BArch Architecture

4 Home Department



Architecture

6 Unit Leader

Programme Leader / College coordinators

7 CreditValue

Credits AtLevel:

1 2 3 4 5

40 x

8 Amount Of Student Effort[Hours]

Class Contact Time [Hours]

370 30

9 UnitStatus

Mandatory Core Core Option Elective

x

10 Pre-requisites

Studio 1,2,3 ; Technology parts A, B, C; Dissertation; Professional Studies

11 Co-requisites


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Technology D



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DESIGN

Students will produce and demonstrate coherent and well resolved architecturaldesigns that integrate knowledge of:

The social, political, economic and professional context that guides buildingconstruction.

Students will produce and demonstrate coherent and well resolved architectural designs

that integrate an understanding of:

Briefs and how to critically appraise them to ensure that the design response is

appropriate to site and context, and for reasons such as sustainability and

budget.

An appropriate philosophical approach which reveals an understanding of

theory in a cultural context.

And ability to:

Generate and systematically test, analyse and appraise design options, anddraw conclusions which display methodological and theoretical rigour

Work as part of a team.

COMMUNICATION


Use visual, verbal and written communication methods and appropriate media(including sketching, modelling, digital and electronic techniques) to representthe testing, analysis and critical appraisal of complex design proposals and theirresolution to a range of professional and lay audiences.

Produce documentation and reports which are clear, analytical and logicalcovering a range of architectural issues of culture, theory and design

CULTURAL CONTEXT


The inter-relationship between people, buildings and the environment and anunderstanding of the need to relate buildings and the spaces between them tohuman needs and scale

And ability to:

Critically appraise and form considered judgements about the spatial, aesthetic,technical and social qualities of a design within the scope and scale of a widerenvironment

Independently define, and critically appraise, their ideas in relation to a designand to the work of others

MANAGEMENT PRACTICE LAW

Ability to identify and manage individual learning needs so as to prepare for andmaintain professional standards commensurate with qualification


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Student design proposals are developed by individual College staff with appropriate

design/other expertise together with external specialist tuition.

Under the aegis of each college studio design projects explore the full range of issues

which impact on the design process.


Teaching continues to be undertaken through individual and group tutorials

supplemented by staff presentations illuminating the college themes.

Students undertake problem based design work on an individual or group basis.

5 hours lectures




100% coursework

Critical reviews of design projects represented in a portfolio which may include,

completed drawings, models, reports, sketchbooks and notebooks based upon

individually or college defined brief.

Assessment is undertaken initially by design tutors in a design panel format (crit/review),

with subsequent moderation panels involving tutors from all colleges. All students maybe subject to interview by external examiners.


All work will be assessed strictly against the stated learning outcomes. BArch is a

single stage course in which all units must be completed to pass.

Studio Units 1, 2, 3 and 4 are finally and summatively assessed at the end of the Part 2

Programme strictly against the entirety of the ARB Criteria (with reference to the

production of Coherent Architectural Designs).

The entirety of all learning outcomes will be assessed for all students at the finalassessment point.

This design project also forms the basis for undertaking the technology and professional

studies components of the course. These are assessed separately but in the context of

this project.


Separate reading lists will be defined by students and advised by staff /college.



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Unit Proforma


1 Unit Title

Technology

2 Unit Code Number

16180002


BArch Architecture

4 Home Department



Architecture

6 Unit Leader

Craig Martin


1 2 3 4 5

40 x


340 40


x

10 Pre-requisites

none


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11 Co-requisites

Studio 1, 2, 3, 4



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TECHNOLOGY & ENVIRONMENT

Students will demonstrate the ability to integrate knowledge of:

The principles and theories associated with visual, thermal and acoustic environments

Climatic design and the relationship between climate, built form construction, life style, energyconsumption and human well-being.

Understanding of:

Building technologies, environmental design and construction methods in relation to:o human well-being

o the welfare of future generationso the natural worldo the consideration of a sustainable environment

The impact on design of legislation, codes of practices and health and safety both during the

construction and occupation of a project.

And ability to:

Devise structural and constructional strategies for a complex building or group of buildings,employing integrative knowledge of:

o structural theorieso construction techniques and processeso the physical properties and characteristics of building materials and components and

the environmental impact of specification choiceso the provision of building services

COMMUNICATION


The contribution of other professionals in the design process showing an appropriate use ofteam working skills, recognising the importance of current methods in the constructionindustry

And ability to:

Use visual, verbal and written communication methods and appropriate media (including

sketching, modelling, digital and electronic techniques) to represent the testing, analysis and

critical appraisal of complex design proposals and their resolution to a range of professional

and lay audiences.



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The integration of constructional technology within the fabric of a building, including reference to site

analysis, programme analysis, structural systems, elemental construction, drainage and waste

management, furniture and equipment and environmental design, waste management, energy

management, control systems, and materials specification.

The unit consists of four elements of assessment undertaken in sequence all relating to the structured

development of technological knowledge and capability evidenced in the context of a personal design

project.


Parts A & B - Climate Change College Propositions (CCCP)

Part A: Seminar Series / College Presentations - (5 credits)10 hours of associated lectures / seminars.40 hours of self directed study.

Part B: Group Report - (15 credits)3000 word illustrated and bound A4 essay outlining an ethical position born out of thetechnological/environmental position of college and architectural interests.10 hours of associated lectures / seminars.140 hours of self directed study.

Part C: Building Design And Climate Change (BDACC) (10 Credits)10 hours of staff assisted workshops/external consultancy90 hours self directed study related to Studio 3.

Part D: Building Realisation And Climate Change (BRACC) (10 Credits)10 hours of staff assisted workshops/external consultancy

90 hours self directed study related to Studio 4.


100% coursework

All elements of assessment are equally weighted and combined to form a unit mark.

All elements of assessment must achieve a pass mark for a pass to be achieved in the unit.


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The assessment will comprise written reports, architectural drawings and models and webpages which will be examined by subject area tutors. Detailed environmental and elementaldesigns are related to studio projects and area assessed by studio tutors with subject areatutors.



Technology Elements, A,B,C and D are finally and summatively assessed at the end of thePart 2 Programme strictly against the entirety of the ARB Criteria (with reference to theproduction of Coherent Architectural Designs).

The entirety of all learning outcomes will be assessed for all students at the finalassessment point.

Examiners will assess reports and designs on the basis of technology learning outcomesand the level of effective integration within studio:


Separate reading lists will be issued by each lecturer.


An inspirational lecture series delivered by staff and Visiting lectures will support theprogramme




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The Manchester Metropolitan University Faculty of Art and Design

Unit Proforma

Form UP/1 21 September 20101 Unit Title

Dissertation

2 Unit Code Number

16180001


BArch Architecture

4 Home Department



Architecture

6 Unit Leader

Sally Stone/Dr Ralf Brand


1 2 3 4 5

40 x


370 30


x

10 Pre-requisites

None

11 Co-requisites

none


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CULTURAL CONTEXT

Students will demonstrate within coherent architectural designs and academic portfoliounderstanding of:

The influences on the contemporary built environment of individual buildings, the design ofcities, past and present societies and wider global issues

The histories and theories of architecture and urban design, the history of ideas, and therelated disciplines of art, cultural studies and landscape studies and its application in criticaldebate

The inter-relationship between people, buildings and the environment and an understandingof the need to relate buildings and the spaces between them to human needs and scale

And ability to:

Critically appraise and form considered judgements about the spatial, aesthetic, technicaland social qualities of a design within the scope and scale of a wider environment

COMMUNICATION


Produce documentation and reports which are clear, analytical and logical covering a range

of architectural issues of culture, theory and design



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The unit is comprised of four sequential elements of assessment supporting the production of a

dissertation. A research methods course is followed by a seminar programme that develops a draft

dissertation output for review prior to the final submission of the completed dissertation. These

elements are supported by Critical ideas seminars and a History and Theory lecture series, and

visiting lecturers.

Research Methods (Dissertation 1) is a taught programme developing methodological capability

consistent with the discipline of dissertation production. It would result the framing of the subject and

associated reference data.

A seminar programme (Dissertation 2) would develop the capacity to analyse and interpret research

data. It would result in the further definition of the subject through discussion and argument.

A draft submission (Dissertation 3 ) would clarify and consolidate the structure and content of the

dissertation.

The final submission (Dissertation 4) would confirm and present the content for final assessment.

Students are encouraged to develop the subject of their enquiry in dissertations in parallel with their

interests, career aspirations and the content of studio units.

The subject chosen will reflect the symbiosis between design practice and theory, and allow for

scholarship within individual specialisms to be placed within a deeper understanding of architecture

as a whole.


A Research Skills course

A Research Theory course

Group Seminars and Individual tutorial sessions

370 hours self directed study forming a written dissertation in draft and full.


100% coursework

Defined outputs from attendance at research methods ( Dissertation 1) and seminar courses

(Dissertation 2) would form the pass only basis for progression to a draft submission ( Dissertation 3)

leading to final full submission ( Dissertation 4).

Dissertation 3 would require a draft submission at 5,000 words or equivalent.

Dissertation 4 is defined as 10,000 words or equivalent.

Assessment in terms of a unit mark is based on the final full submission ( Dissertation 4)Outputs

submitted in Dissertation 1, 2 and 3 are pass only for the purpose of progression between each stage.


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The assessment will comprise written reports by two readers, reading independently, in exceptional

circumstances a third reader will be appointed.

Examiners will assess dissertations as academic documents on the following criteria:

research and analysis, argument, writing and presentation, use of source material.

Assessment Criteria will match onto the Learning Outcomes (see above) to ensure that all

candidates meet required ARB criteria.


Generic references on dissertation writing are issued as part of the research methods course.

Separate reading lists will be defined by students and advised by staff.


The style or media employed in communicating the enquiry in a dissertation may be varied by

agreement, which may affect the word count. In all cases the Learning Outcomes and

Assessment Criteria stated above will remain identical.




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Unit Proforma


1 Unit Title

Professional Studies

2 Unit Code Number

16183501


BArch Architecture

4 Home Department



Architecture

6 Unit Leader

Andrew Crompton


1 2 3 4 5

20 x


170 30


x

10 Pre-requisites

none

11 Co-requisites


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Studio 3



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MANAGEMENT PRACTICE & LAW

Students will demonstrate knowledge of:

How cost control mechanisms operate within the development of an architectural project

Understanding of:

The basic principles of business management and factors related to running a design practiceand how architects organise, administer and manage an architectural project, recognisingcurrent and emerging trends in the construction industry such as partnering, integrated projectprocess, value engineering and risk management

The inter-relationships of individuals and organisations involved in the procurement anddelivery of architectural projects, and how these are defined and effected through a variety ofcontractual and organisational structures

The fundamental legal, professional and statutory requirements as they are relevant to buildingdesign and practice, with particular reference to matters relating to health and safety anduniversal design for access

The professional duties and responsibilities of architects, as defined and described in theCodes and Standards relating to their professional practice

The contribution of other professionals in the design process showing an appropriate use ofteam working skills, recognising the importance of current methods in the construction industry

And ability to:

Identify and manage individual learning needs so as to prepare for and maintain professional

standards commensurate with qualification

COMMUNICATION

Produce documentation and reports which are clear, analytical and logical covering a range ofarchitectural issues of culture, theory and design.




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Team building and management, working structures and organisation.

Office structures and procedures, professionalism and the role of the architect, changes in professional

frameworks and roles, business and employment legislation, accounting and business finance.

Briefing and the client, fee structures and appointment, participants and their influence upon design,

budgets and timescales, factors affecting cost prediction, health and safety, legislative planningframework, building regulations fire certificates and environmental legislation, coordination with

consultants, procurement routes and contract types, tendering procedures and documentation, bills of

quantities specifications and the QS, post contract procedure, architects instructions contract

documentation and certificates, liability and the law, professional indemnity and negligence,

construction site procedures and safety, practical completion, handover and building occupation, post

completion maintenance and feedback.


Introductory lectures on roles of the architect and professionalism.

A 6-lecture course on finance and the profession, practice viability and fees, office structures and

management.

A 8-lecture course on planning, building regulations other legislative frameworks for construction

projects, health and safety, the cdm regulations, cost constraints, budgeting, contract types and

procurement routes, contract administration, indemnity and liability.


A series of assignments and reports related to studio projects dealing with criteria defined in the

workshops and supported by lectures.

A short report on the management structure of various practice types.

100% coursework


Audit reports containing information and analysis relevant to each workshop as illustrated through the

medium of design studio project 2.

All Management Practice and Law assignments are assessed against the Learning outcomes

set out above.


Separate reading lists will be assigned to each workshop.


Practitioners from the construction industry and professions with support from staff will deliver the

lecture and workshop series.



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2.4 Relationship to Subject Benchmark Statement(s)

No specific QAA benchmark is currently available for the appropriate level of study I.e a second undergraduate degreein Architecture.. Included below for information is the benchmark for a first undergraduate degree in Architecture. Studentsstudying at Barch level, would be expected to be able to demonstrate the implied and explicit competences and skills fromthis Benchmark statement and in addition those indicated in the following extract from the ARB criteria for validationparticular to RIBA part ii exemption, Barch equivalent.

The full ARB and RIBA benchmark criteria document is available online at http://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdf

QAA Benchmark statement for a first degree in architecture

Academic standards - Architecture

1.0 Introduction

This benchmark addresses first degrees in architecture, most of which offer, or might wish to offer, exemption from thefirst part of the examination for professional qualification. We have sought, however, to delineate the discipline'sboundaries so as to allow undergraduate awards in architecture to embrace a broad constituency, insisting on a sense ofintellectual enquiry beyond the professional practice of the subject. This document encourages individual schools todescribe the territory within which they locate themselves. It is not intended as a curriculum.

The act of building is as old as that of settlement, but the post-classical articulation of architecture as an intellectualdiscourse began during the Italian Renaissance. As a discipline, architecture is typically understood as concerned withthe planning, design and production of buildings, parts of buildings and collections of buildings. These will either existalready, and require conservation or modification, or will be newly developed. But in its fullest sense, architecture isenmeshed in the design and construction of things and spaces in response to various constituencies or users. This mayinclude a piece of furniture, a virtual environment, a landscape, or on a larger scale, the design of rural, suburban orurban environments.

Collective professional bodies were first organised in Britain in the 19th century in response to an increasingly complex,industrialising world. These bodies began to establish a codified corpus of knowledge and methods of practice for eachdiscipline. In architecture it also involved an assumption of the role of protecting the building client and the title and statusof architect. These processes became enshrined in statute in the 1930s. The education of architects at the time was adhoc, and largely took the form of office based tutelage. Concurrently, British architectural education was growing withinthe existing forms of higher education. The past 40 years have seen it become firmly embedded in the universitystructure, helping to make explicit the distinction between architectural education and architectural practice. It is for thisreason that this document sets out a benchmark standard for undergraduate architecture courses whether they areprofessionally recognised or not.

The professional and statutory validation of courses, programmes and awards in the UK is carried out jointly by theRoyal Institute of British Architects (RIBA), alongside the Royal Incorporation of Architects of Scotland and the RoyalSociety of Ulster Architects (RSUA) in these countries, and the Architects Registration Board (ARB). In the academicsession 1999-2000 there were 35 validated first degree programmes, and a small number of candidate courses for

validation. In order to be registered as an architect, one must typically study three years full time (or its equivalent) forPart 1 exemption; two years full time (or its equivalent) for Part 2 exemption; amass a minimum of two years ofmonitored practical training and pass an examination in professional practice for the final Part 3 exemption. The majorityof undergraduate courses in Britain which adopt Part 1 or associated named awards carry both a professionalqualification and award an undergraduate degree. If they carry Part 1 exemption, they are required to undergoprofessional accreditation as well as subject review, given that the responsibilities for the monitoring and upholding ofprofessional standards lies with the professional bodies.

In preparing the benchmark statement for architecture, we have embraced the breadth to the discipline while alsorecognising the threshold standard for professional validation. Our starting points have been the European CommissionArchitecture Directive (1985), the outline syllabus for Part 1 described by the Joint Validation Panel documents (1997),the RIBA Examination in Architecture for Office Based Candidates (1997), the Stansfield Smith Review of architecturaleducation (1999), the Latham and Egan Reports on the construction industry (1997,8), the Dearing Report on highereducation (1997), and the Rogers Report of the Urban Task Force (1999). We have also consulted QAA benchmarkstatements for first degrees in other subjects, recognising that some of them will impinge upon and overlap with thesubject of architecture.
http://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdfhttp://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdfhttp://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdfhttp://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdfhttp://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdfhttp://www.arb.org.uk/education/arb-criteria/Prescription%20of%20Qualifications%20ARB%20Criteria.pdf


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2.0 Description of the subject

The discipline of architecture draws on knowledge and skills from the human and physical sciences, the humanities, andthe fine and applied arts. It addresses the accommodation of all human activity in all places under all conditions,understanding our place within differing physical, historical, cultural, social, political and virtual environments. Architectureproposes, forms, and transforms our built environment, and does so through an engagement with the spaces, buildings,

cities and landscapes in which we live. Architectural education is therefore rich, varied and by definition interdisciplinary.

Design is the core activity of an architectural education. There is, however, no single, unified theory of design which isgenerally accepted. Indeed it is the contested nature of design as an activity that provokes debate, encourages diversity,and advances the subject. Nor is design a single category of activity. The relationship among design process,

Documents

Bachelor of Architecture Definitive Document 2010-11